The role of figurative language in collaborative discourse : a cross-modal comparison

The purpose of the present study was to examine the ways in which various aspects of figurative language production vary as a function of mode of communication. Four groups of subjects, representing four modes of communication; intercom, face to face copresence, written (e-mail) and full copresence, were used. Within each group, subjects worked in pairs, with an expert instructing a novice in the construction of an hibachi ( a small, portable grill). A total of 160 subjects were used, with 20 pairs appearing in each of the four modes. The resulting conversations were recorded for analysis. Significant differences between groups were noted in the frequency and rate of occurrence for figurative expressions, including interrogative analogies and unique figures. On various measures, subjects in the intercom and face to face copresence modes produced a greater number and variety of figures of speech than did those in other modes. In looking at the rate of occurrence per 100 words, however, the rates were similar across all modes with the exception of full copresence, which produced significantly lower rates. Differences also were noted concerning the point in conversations when they appear, as a function of mode of communication, and in the terms used as metaphoric vehicles by conversants communicating in different modes. Modal differences are discussed in terms of Clark and Brennan's (1991) model, which argues that varying media have different constraints and affordances associated with them, which typically result in the form and content of communication varying across media. The present paper argues that several of the factors mentioned by Clark and Brennan, in addition to other factors, impact on the use of figurative expressions. In particular, the present study relates the use of figurative language to Clark and Brennan's (1991) concept of "grounding" . In addition, implications of the present study for cognitive science, psycholinguistics and education are discussed, and recommendations for additional research were presented.